Assessment
Comes First in the Alphabet
Presented by:
Deborah Dalrymple, Professor of Nursing
Agenda
• Team Information
• History of Core at MCCC
• Core Application –
– History 203
– English 101
– Nursing
• Assessment Strategies
• Lessons Learned
• Next Steps
Additional Team Members:
Cathy Parzynski
Cathy Carsley
History of Core at MCCC
History
Current Core Established 1996-1997
• Course Driven Model
• Transfer: 36 credits
• Career Options: 23 credits or 17 credits
• Different options depending on degree
• All degree students to experience and master
parallel content that defined an “educated
person”
New Core Curriculum
Began in-depth review in 2004-2005
• Completed best practices review
• Aligned with Middle States Standards
• Endorsed approach incorporating both coursedriven and competency based threaded models
• Approved by BOT 13 Principal Goals & Core
Learning Outcomes of Core Education
• Commitment to inclusion of assessment
strategies from the beginning
13 Principal Goals &
Core Learning Outcomes of Core
Education
Skills
Knowledge
Values
• GOAL 1:
Communication
Skills
• GOAL 2: Analytic
Skills
• GOAL 3:
Quantitative Skills
• GOAL 4: Computer
Fluency
• GOAL 5:
Information Literacy
• GOAL 6: Intellectual
Heritage
• GOAL 7: Aesthetic
Sensibility and the
Arts
• GOAL 8: Physical
and Life Sciences
• GOAL 9: Behavioral
and Social Sciences
• GOAL 10: Exercise
and Health Sciences
• GOAL 11: Civic
Responsibility
• GOAL 12: Sensitivity
to Global
Perspectives and
Cultural and Social
Diversity
• GOAL 13: Ethical
Reasoning and
Behavior
Course/Program Status
• All programs were reviewed
• Core is met through
– Individual courses approved for goal
– Course combinations (ECO121/122)
– Course and/or program activities
• Fine Arts degree AST, PHY or CHE with ART
requirements
• CIS 110 in combination with HOS 130, HOS 198 +
HOS 220
• A series of assignments across a curriculum
Core Application for History 203
Core Application for History 203
Cathy Parzynski
Completed Grid Used for Assessment
Revising the ACT 335 Form
1998 Outcomes
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Develop proficiency in reading and
writing within the conceptual framework
of United State History
Increase proficiency in oral
communication within the conceptual
framework of United States history
Identify, analyze and question the
principle conceptual issues in United
States history
Demonstrate a basic familiarity with the
various components of United States
history and an appreciation of their
global and multicultural nature
Develop a familiarity with the ethical
issues contain in United States history
Revised Outcomes
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Identify the major events which helped
shape the political, economic, social, and
cultural identify of the American people up
to the Civil War
Identify key social, economic, cultural, and
political themes in American history to the
time of the Civil War
Analyze common institutions in American
society and how they have affected
different groups.
Assess America’s evolving relationship
with the rest of the world
Analyze the influence of various ethnic
and gender groups on American history
before 1877
Evaluate the relationships between the
causes of historical events and their
effects
Core Application – English 101
Core Application for English 101
Cathy Carsley
Revising the ACT 335 Form
1998 Outcomes
Revised Outcomes
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To teach the student to write a
coherent, unified and well-developed
500-750 word essays using various
expository
To teach clear thinking: the student
must recognize careless generalities,
unsubstantiated judgments, illogical
association of ideas, etc
To teach the student how to write
correctly, eliminating errors in
sentence structure, punctuation,
spelling and usage
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Read critically
Evaluate a writing task for purpose,
audience, context, and point of view
Address a topic using a rhetorical
strategy appropriate to the writing task
Locate outside information sources
with basic proficiency
Develop coherent and persuasive
essays that present carefully
developed and well-supported theses
Use formal, standard usage, grammar,
and punctuation
Cite the work of others using a
standard model of documentation
Adopt ethical writing standards
Completed Grid Used for Assessment
Core Application – Nursing
Nursing Program
• Program Maps
• Goals threaded within program
– Oral Communication
– Quantitative Reasoning
– Computer Fluency
– Exercise & Health Science
– Civic Responsibility
– Ethical Reasoning
Sample Core Map
#4
Computer Fluency
#5
Information Literacy
Computer fluency is embedded in the Nursing curriculum. Students interface with
the electronic medical records on clinical sites, computerized medication
administration and dispensing systems, and computer programs within the nursing
arts laboratory. Additionally across the nursing curriculum, the student is exposed
to the use of Blackboard e-education platform, blogging, computer assisted
technology and instruction and computer posted assignments and grading.
Across the curriculum: use of Blackboard for grades; homework; posting of
assignments; use of library and electronic search resources across curriculum
homework assignment; use of email; electronic submission of journals; use of
various CAI available at MC3; use of simulations to promote learning, including
virtual reality venipuncture program, VitalSim mannequins; and SimMan
mannequin
NUR 106 and NUR 213 are required nursing courses that offer on-line sections.
PSY 101
Met by required courses in the curriculum sequence: ENG 101, ENG 102, BIO
140, SOC 101
Incorporated across the Nursing curriculum is Program Outcome #1 - Integrate
critical thinking when incorporating knowledge from the sciences and humanities
in the delivery of nursing to clients
Assessment Strategies
English Pilot Assessment Rubric
Course Outcomes Linked to Core Outcomes
Pilot Assessment Plan
Pilot Set Benchmarks
Pilot Set Benchmarks
Lessons Learned
Ongoing Communication is Key
• Re-iterate new outcomes, including new
outcomes centered on use of sources
• Distribute assessment rubric
• Circulate sample syllabi and assignments
• Encourage Library instruction
• Develop FAQs for part-time faculty
• Create mentoring group
Marketing Plan is Essential
Access to Resources is Crucial
• Webpage
dedicated to each
goal and courses
that meet it
• Combination
Goals as required
by POS
Next Steps
Continuous Improvement is
Required
• Need for more courses via workshops
• Need for interdisciplinary courses
• New Course Development Opportunities
– ECO 117 – Sustainability
What Assessment
Is Already Underway?
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ENG 101 and 101 for Goals 1a, 2, and 5
SPC 110 for Goal 1b (pilot)
MAT 106 for Goal 3 (pilot)
Computer Fluency Test exploration for Goal 4
HIS gatekeeper courses redesign for Goal 6
PSY 101, POL 124 Goal 9 individual faculty pilots
ESW case study re-pilot
Values goals via CSSE survey
Nursing Program assessment started
Tentative Calendar
Summary
• A dynamic process
• A change in culture
• All campus engagement
• Questions
• Contact ddalrymp@mc3.edu